El valor de la historia. Estudio de alternativas curriculares en Secundaria (2): aprender sobre la alteridad y la naturaleza humana a través de la empatía o toma de perspectiva histórica
Paricio Royo, Javier (Universidad de Zaragoza)
Resumen: Partiendo de una revisión del debate académico sobre la empatía o toma de perspectiva histórica, se ofrece una propuesta de currículo de historia para Secundaria centrado en esta dimensión del pensamiento histórico. Este segundo artículo de la serie “El valor de la historia” indaga cómo podría ser un currículo en el que los estudiantes se enfrenten al reto de explicar por qué los seres humanos actuaron como lo hicieron en determinadas circunstancias y en el que exploren lo que creían, pensaban o sentían para hacer lo que hicieron. Se analizan algunas de las claves fundamentales que deberían tenerse en cuenta en el diseño y se argumenta el valor de dar esta orientación curricular a la asignatura partiendo de la importancia de desarrollar el sentido de alteridad y de expandir su comprensión de lo que significa ser humano.
Based on a review of the academic debate on historical empathy or historical perspective taking, a proposal for a secondary school history curriculum is offered that focuses on this dimension of historical thinking. This second article in the series “The value of history” explores how a curriculum could be in which students are challenged to explain why human beings acted as they did in certain circumstances and in which they explore what they believed, thought or felt in order to do what they did. Some of the fundamental keys that should be taken into account in the design are analyzed and the value of giving this curricular orientation to the subject is argued, based on the importance of developing a sense of otherness and of expanding their understanding of what it means to be human.
Idioma: Español
Año: 2019
Publicado en: Clío (Valencia) 45 (2019), 330-356
ISSN: 1139-6237
Originalmente disponible en: Texto completo de la revista
Financiación: info:eu-repo/grantAgreement/ES/DGA/S50-17R
Tipo y forma: Article (Published version)
Área (Departamento): Área Didáctica Ciencias Socia. (Dpto. Didác.Leng.y CC.HH.y SS.)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes. If you remix, transform, or build upon the material, you may not distribute the modified material.
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Based on a review of the academic debate on historical empathy or historical perspective taking, a proposal for a secondary school history curriculum is offered that focuses on this dimension of historical thinking. This second article in the series “The value of history” explores how a curriculum could be in which students are challenged to explain why human beings acted as they did in certain circumstances and in which they explore what they believed, thought or felt in order to do what they did. Some of the fundamental keys that should be taken into account in the design are analyzed and the value of giving this curricular orientation to the subject is argued, based on the importance of developing a sense of otherness and of expanding their understanding of what it means to be human.
Idioma: Español
Año: 2019
Publicado en: Clío (Valencia) 45 (2019), 330-356
ISSN: 1139-6237
Originalmente disponible en: Texto completo de la revista
Financiación: info:eu-repo/grantAgreement/ES/DGA/S50-17R
Tipo y forma: Article (Published version)
Área (Departamento): Área Didáctica Ciencias Socia. (Dpto. Didác.Leng.y CC.HH.y SS.)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes. If you remix, transform, or build upon the material, you may not distribute the modified material. Exportado de SIDERAL (2024-03-22-11:46:32)
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Record created 2020-06-23, last modified 2024-03-22